Taokotaianga Apii Kuki Airani Early Childhood Centre

Education institution number:
55485
Service type:
Education and Care Service
Definition:
Cook Island ECE service
Total roll:
32
Telephone:
Address:

205 Murdoch Road, Akina, Hastings

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Taokotaianga Apii Kuki Airani Early Childhood Centre - 24/06/2020

1 Evaluation of Taokotaianga Apii Kuki Airani Early Childhood Centre

How well placed is Taokotaianga Apii Kuki Airani Early Childhood Centre to promote positive learning outcomes for children?

Not well placed

Requires further development

Well placed

Very well placed

Taokotaianga Apii Kuki Airani Early Childhood Centre is well placed to promote positive learning outcomes for children.

ERO's findings that support this overall judgement are summarised below.

Background

Taokotaianga Apii Kuki Airani Early Childhood Centre (TAKAH) provides education and care for up to 58 children, including 15 under two years of age. The centre is organised into three age-related groups. Many children are of Kuki Airani heritage. There are also small numbers of Māori and Samoan children. The programme promotes the individuality of all children. It values and respects multicultural heritages and history with a focus on Cook Islands Māori language and culture.

The centre is owned and governed by the Taokotaianga Apii Kuki Airani Hastings Incorporated Society. The trust chairperson is a long serving and experienced board member. Several members of staff, including the centre manager, are part of the board.

There has been a period of staff changes and the centre currently has a new team leader. Staff include qualified and unqualified teachers, some of whom are in training towards an early childhood qualification.

The centre manager and the trust board chairperson lead the centre and have an ongoing commitment to improvement. Management state that staff changes have hampered the embedding of some practices.

The 2016 ERO report highlighted good leadership capacity to support the development of curriculum practice. Next steps included strengthening internal evaluation and assessment, and that board members should seek further training about governance. Teachers and management continue to work on these recommendations.

The Review Findings

Children settle quickly at the start of their day, and friendships are evident. Children interact well together, and some are confident and articulate in leading games. Children up to two years of age receive good care and supportive interactions and communication.

The centre aim of free play as a starting point for learning is mostly in place throughout the centre. Positive changes to the outdoor area prompt children's investigation and exploration. The older children have a more structured programme for parts of the day. This could be reviewed in relation to Te Whāriki, the early childhood curriculum.

Curriculum practices are at an early stage of development. Assessment systems are established, and teachers record meaningful observations of children's play and individual progress. While there is variability in teaching skills, some staff model good practice. The teaching team has yet to re-establish internal evaluation of their work with children. This is a next goal for management.

Teachers develop trusting relationships with children and families. Feedback from parents indicate that they are satisfied with their children's learning and teachers' support. Centre environments reflect the cultures and languages of children attending through wall displays and resources for play. Children respond to both Te Reo Kuki Airani Māori and Te Reo Māori o Aotearoa in conversation and singing.

Teachers are beginning to work well as a new team. The centre is in a period of change with new staff settling. Established staff are taking up new duties. All staff are committed to supporting change and improvement.

A policy and procedural framework guides health and safety practices. Policies are currently being reviewed and updated to ensure legislative and licensing requirements are met.

Relational trust has grown between the board and centre staff. Management is addressing environmental and professional needs of staff through the provision of internal support. Most members of the trust board are engaged with and supportive of staff.

Key Next Steps

Key steps include:

  • developing a curriculum planning cycle and effective teaching practices to support children's learning

  • improving internal evaluation by having a greater focus on positive outcomes for children

  • aligning policies and procedures with legislative requirements.

Management Assurance on Legal Requirements

Before the review, the staff and management of Taokotaianga Apii Kuki Airani Early Childhood Centre completed an ERO Centre Assurance Statement and Self-Audit Checklist. In these documents they attested that they have taken all reasonable steps to meet their legal obligations related to:

  • curriculum
  • premises and facilities
  • health and safety practices
  • governance, management and administration.

During the review, ERO looked at the service’s systems for managing the following areas that have a potentially high impact on children's wellbeing:

  • emotional safety (including positive guidance and child protection)

  • physical safety (including supervision; sleep procedures; accidents; medication; hygiene; excursion policies and procedures)

  • suitable staffing (including qualification levels; police vetting; teacher registration; ratios)

  • evacuation procedures and practices for fire and earthquake.

All early childhood services are required to promote children's health and safety and to regularly review their compliance with legal requirements.

Steve Tanner

Director Review and Improvement Services (Northern)

Northern Region - Te Tai Raki

24 June 2020

The Purpose of ERO Reports

The Education Review Office (ERO) is the government department that, as part of its work, reviews early childhood services throughout Aotearoa New Zealand. ERO’s reports provide information for parents and communities about each service’s strengths and next steps for development. ERO’s bicultural evaluation framework Ngā Pou Here is described in SECTION 3 of this report. Early childhood services are partners in the review process and are expected to make use of the review findings to enhance children's wellbeing and learning.

2 Information about the Early Childhood Service

Location

Akina, Hastings

Ministry of Education profile number

55485

Licence type

Education & Care Service

Licensed under

Education (Early Childhood Services) Regulations 2008

Number licensed for

58 children, including up to 15 aged under 2

Service roll

47

Gender composition

Girls 27 Boys 20

Ethnic composition

Māori
NZ European/Pākehā
Cook Island Māori
Samoan

13
5
24
5

Percentage of qualified teachers

80% +

Reported ratios of staff to children

Under 2

1:4

Better than minimum requirements

Over 2

1:8

Better than minimum requirements

Review team on site

March 2020

Date of this report

24 June 2020

Most recent ERO report(s)

Education Review

November 2016

Education Review

October 2013

Education Review

June 2010

3 General Information about Early Childhood Reviews

ERO’s Evaluation Framework

ERO’s overarching question for an early childhood education review is ‘How well placed is this service to promote positive learning outcomes for children?’ ERO focuses on the following factors as described in the bicultural framework Ngā Pou Here:

Pou Whakahaere – how the service determines its vision, philosophy and direction to ensure positive outcomes for children

Pou Ārahi – how leadership is enacted to enhance positive outcomes for children

Mātauranga – whose knowledge is valued and how the curriculum is designed to achieve positive outcomes for children

Tikanga whakaako – how approaches to teaching and learning respond to diversity and support positive outcomes for children.

Within these areas ERO considers the effectiveness of arotake – self review and of whanaungatanga – partnerships with parents and whānau.

ERO evaluates how well placed a service is to sustain good practice and make ongoing improvements for the benefit of all children at the service.

A focus for the government is that all children, especially priority learners, have an opportunity to benefit from quality early childhood education. ERO will report on how well each service promotes positive outcomes for all children, with a focus on children who are Māori, Pacific, have diverse needs, and are up to the age of two.

For more information about the framework and Ngā Pou Here refer to ERO’s Approach to Review in Early Childhood Services.

ERO’s Overall Judgement

The overall judgement that ERO makes will depend on how well the service promotes positive learning outcomes for children. The categories are:

  • Very well placed

  • Well placed

  • Requires further development

  • Not well placed

ERO has developed criteria for each category. These are available on ERO’s website.

Review Coverage

ERO reviews are tailored to each service’s context and performance, within the overarching review framework. The aim is to provide information on aspects that are central to positive outcomes for children and useful to the service.

Taokotaianga Apii Kuki Airani Early Childhood Centre - 21/11/2016

1 Evaluation of Taokotaianga Apii Kuki Airani Early Childhood Centre

How well placed is Taokotaianga Apii Kuki Airani Early Childhood Centre to promote positive learning outcomes for children?

Not well placed

Requires further development

Well placed

Very well placed

ERO's findings that support this overall judgement are summarised below.

Background

Taokotaianga Apii Kuki Airani Early Childhood Centre (TAKAH) is located in Akina, Hastings. It provides education and care for children from birth to school age and a programme that promotes Cook Islands language and culture.

The centre is owned and governed by Taokotaianga Apii Kuki Airani Hastings Incorporated Society. Half of the children enrolled are New Zealand Maori and a quarter are Cook Islands Māori and Samoan. It is licensed for 58 children, with up to 15 under the age of two years. The new governance committee comprises a long serving and experienced chairperson and centre manager, new trustees as well as staff, parents and community members.

The centre is organised into three separate age groups, Tiare Kaute (under 2 years), Tiare Maori (2-3 years) and Tiare Taina (4 years). Each room is led by an experienced head teacher. The centre manager is currently leading Tiare Taina until a new head teacher is appointed. The centre is staffed by seven registered teachers and six unqualified staff, three of whom are studying towards early childhood qualifications.

The manager was appointed in 2011. Together with the chairperson, her leadership has been key to the ongoing commitment to improvement.

The 2013 ERO review acknowledged positive progress in governance and management and growing partnerships with parents. Areas for development were identified in internal evaluation and curriculum. Some improvements are evident in these areas, but staff changes have hindered sustained progress and these continue to be areas for the staff and governance committee to develop.

The Review Findings

Children experience many opportunities to learn about their culture and are generally well supported to develop social and emotional competence. Teachers model sharing, turn taking and gentle interactions and provide positive guidance for children. Children experience a programme that gives them choices throughout the indoor and outdoor environments. Te reo Kuki Airani Maori is integrated throughout the programme. Teachers also emphasise a bicultural curriculum through te reo Maori.

Infants and toddlers receive nurturing care. Teachers' review of the environment to support safe exploration for the youngest children has been a worthwhile inquiry.

There is good leadership capacity in the centre to grow consistent curriculum practices across the teams. Teachers notice children's emerging interests and respond through a review process. This involves teachers collaboratively deciding how to support a learning area through resourcing and design of the environment. Teachers should continue to improve their responsiveness through a planned approach and further extend children's interests through conversation. Teacher's foster positive relationships with parents and this should assist in strengthening partnerships that support learning.

The committee and centre leaders have a shared vision that aligns well with the centre philosophy and community aspirations. The committee is reviewing the constitution to align it more fully with the centre's philosophy and practices. Centre leaders have participated in professional development to establish self-review processes. This should support them to continue to be evaluative about the effectiveness of their practice in promoting positive outcomes for children.

The committee and managers are taking a considered approach to making a head teacher appointment that aligns with the centre's philosophy and team culture. They are mindful that staff appointments should contribute to building the collective capability of the team.

Teachers' professional growth and development is underpinned by a centre culture of reflection and improvement. The manager is participating in a support programme that should help to improve the centre's operation and record keeping including:

  • teacher appraisal and documented professional development

  • financial management and reporting annually audited accounts to the community.

Key Next Steps

The committee and leaders agree that next steps for centre development include:

  • strengthening internal evaluation so that children's learning is more visible

  • and responsive to their individual interests
  • strengthening the use of assessment to plan for children's learning

  • seeking further training for committee members about their governance role.

Management Assurance on Legal Requirements

Before the review, the staff and management of Taokotaianga Apii Kuki Airani Early Childhood Centre completed an ERO Centre Assurance Statement and Self-Audit Checklist. In these documents they attested that they have taken all reasonable steps to meet their legal obligations related to:

  • curriculum
  • premises and facilities
  • health and safety practices
  • governance, management and administration.

During the review, ERO looked at the service’s systems for managing the following areas that have a potentially high impact on children's wellbeing:

  • emotional safety (including positive guidance and child protection)

  • physical safety (including supervision; sleep procedures; accidents; medication; hygiene; excursion policies and procedures)

  • suitable staffing (including qualification levels; police vetting; teacher registration; ratios)

  • evacuation procedures and practices for fire and earthquake.

All early childhood services are required to promote children's health and safety and to regularly review their compliance with legal requirements.

Next ERO Review

When is ERO likely to review the service again?

The next ERO review of Taokotaianga Apii Kuki Airani Early Childhood Centre will be in three years.

Graham Randell

Deputy Chief Review Officer Northern

21 November 2016

The Purpose of ERO Reports

The Education Review Office (ERO) is the government department that, as part of its work, reviews early childhood services throughout Aotearoa New Zealand. ERO’s reports provide information for parents and communities about each service’s strengths and next steps for development. ERO’s bicultural evaluation framework Ngā Pou Here is described in SECTION 3 of this report. Early childhood services are partners in the review process and are expected to make use of the review findings to enhance children's wellbeing and learning.

2 Information about the Early Childhood Service

Location

Akina, Hastings

Ministry of Education profile number

55485

Licence type

Education & Care Service

Licensed under

Education (Early Childhood Services) Regulations 2008

Number licensed for

58 children, including up to 15 aged under 2

Service roll

51

Gender composition

Boys 27 Girls 24

Ethnic composition

Māori

Pākehā

Cook Islands Māori

Samoan

Japanese

28

9

10

3

1

Percentage of qualified teachers

0-49% 50-79% 80%+

Based on funding rates

80% +

Reported ratios of staff to children

Under 2

1:4

Better than minimum requirements

Over 2

1:8

Better than minimum requirements

Review team on site

September 2016

Date of this report

21 November 2016

Most recent ERO report(s)

Education Review

October 2013

Education Review

June 2010

3 General Information about Early Childhood Reviews

ERO’s Evaluation Framework

ERO’s overarching question for an early childhood education review is ‘How well placed is this service to promote positive learning outcomes for children?’ ERO focuses on the following factors as described in the bicultural framework Ngā Pou Here:

Pou Whakahaere – how the service determines its vision, philosophy and direction to ensure positive outcomes for children

Pou Ārahi – how leadership is enacted to enhance positive outcomes for children

Mātauranga – whose knowledge is valued and how the curriculum is designed to achieve positive outcomes for children

Tikanga whakaako – how approaches to teaching and learning respond to diversity and support positive outcomes for children.

Within these areas ERO considers the effectiveness of arotake – self review and of whanaungatanga – partnerships with parents and whānau.

ERO evaluates how well placed a service is to sustain good practice and make ongoing improvements for the benefit of all children at the service.

A focus for the government is that all children, especially priority learners, have an opportunity to benefit from quality early childhood education. ERO will report on how well each service promotes positive outcomes for all children, with a focus on children who are Māori, Pacific, have diverse needs, and are up to the age of two.

For more information about the framework and Ngā Pou Here refer to ERO’s Approach to Review in Early Childhood Services.

ERO’s Overall Judgement and Next Review

The overall judgement that ERO makes and the timing of the next review will depend on how well placed a service is to promote positive learning outcomes for children. The categories are:

  • Very well placed – The next ERO review in four years
  • Well placed – The next ERO review in three years
  • Requires further development – The next ERO review within two years
  • Not well placed - The next ERO review in consultation with the Ministry of Education

ERO has developed criteria for each category. These are available on ERO’s website.

Review Coverage

ERO reviews are tailored to each service’s context and performance, within the overarching review framework. The aim is to provide information on aspects that are central to positive outcomes for children and useful to the service.